scholarly journals From Standardization to Abstractionalization of Language: Problems Arising in Translating Realistic Metaphysics Texts

2020 ◽  
Vol 68 (8) ◽  
pp. 47-58
Author(s):  
Andrzej Maryniarczyk

Od standaryzacji do abstrakcjonalizacji języka: problemy językowe przy przekładach tekstów metafizyki realistycznej W ramach przekładów tekstów filozoficznych, a szczególnie tych z metafizyki realistycznej, na inne języki, pojawia się komplikacja, która w ostateczności rozstrzyga o znaczeniu słów, jak i o sensie całych zdań. Pojawia się triada, która nazwiemy problemową, a mianowicie: standaryzacja słownika, abstrakcjonalizacja terminów oraz parcelaryzacja funkcji języka. Standaryzacja języka przejawia się w tym, że w miejsce bogatych i różnorodnych synonimów pojawia się jeden termin, którym chce się oddać różnorodność procesów czy działań. Abstrakcjonalizacja języka z kolei polega na tym, że język zatrzymuje naszą uwagę poznawczą na terminach i pojęciach i nakierowuje nas na analizę tych terminów czy pojęć. Natomiast parcelaryzacja funkcji języka sprowadza się do rozbicia jedności jego potrójnej funkcji: semantycznej, syntaktycznej i pragmatycznej oraz koncentrowaniu się na jednej z nich: albo tylko semantycznej (znaczeniowej), albo tylko syntaktycznej (składniowej), albo tylko pragmatycznej (użytecznościowej). Cała ta triada jest związana bezpośrednio z przekładami oryginalnego tekstu metafizycznego na języki obce, a problemy z tego wynikające zostały omówione w powyższym artykule. Oczywiście są to ogólne tendencje językowe, z którymi spotykamy się w rożnych dziedzinach. W dziedzinie jednak przekładów języka filozofii realistycznej – czyli metafizyki, która ma za przedmiot rzeczy realne – na „widzenie” poznawcze tychże realnie istniejących rzeczy powinien naprowadzać język. De la normalisation à l’abstractionnalisation de la langue: problèmes survenant dans la traduction de textes de métaphysique réaliste Dans le processus de traduction des textes philosophiques, en particulier ceux concernant la métaphysique réaliste, en d’autres langues, apparaît une complication, qui finalement détermine le sens des mots et des phrases entières. Nous nous trouvons devant une triade concernant différents problèmes, à savoir : la standardisation du vocabulaire, l’abstractionnalisation des termes et la parcellarisation des fonctions du langage. La normalisation du langage se manifeste par le fait qu'au lieu de synonymes riches et diversifiés, apparaît un seul terme, avec lequel on veut exprimer divers processus et actions. A son tour, l’abstractionnalisation du langage consiste à fixer notre attention cognitive par le langage sur les termes et sur les concepts, et nous oriente à les analyser. Par contre, la parcellarisation des fonctions langagières revient à rompre l'unité de sa triple fonction (sémantique, syntaxique et pragmatique) et à se focaliser sur une seule d’entre elles: soit sémantique (concernant le sens), soit syntaxique (concernant la structure), soit pragmatique (concernant l’utilité). La triade entière est directement liée à la traduction du texte métaphysique original en langues étrangères, et les problèmes qui en résultent ont été discutés dans l'article ci-dessus. Bien entendu, ce sont des tendances linguistiques générales que nous rencontrons dans divers domaines. Cependant, dans le domaine des traductions du langage de la philosophie réaliste – c’est-à-dire de la métaphysique, qui a pour objet les choses réelles – le langage devrait guider la «vision» cognitive de ces choses réellement existantes.

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.


1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.


2019 ◽  
Vol 62 (10) ◽  
pp. 3790-3807 ◽  
Author(s):  
Sara Ferman ◽  
Liat Kishon-Rabin ◽  
Hila Ganot-Budaga ◽  
Avi Karni

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.


1982 ◽  
Vol 25 (4) ◽  
pp. 482-486 ◽  
Author(s):  
Robin A. Seider ◽  
Keith L. Gladstien ◽  
Kenneth K. Kidd

Time of language onset and frequencies of speech and language problems were examined in stutterers and their nonstuttering siblings. These families were grouped according to six characteristics of the index stutterer: sex, recovery or persistence of stuttering, and positive or negative family history of stuttering. Stutterers and their nonstuttering same-sex siblings were found to be distributed identically in early, average, and late categories of language onset. Comparisons of six subgroups of stutterers and their respective nonstuttering siblings showed no significant differences in the number of their reported articulation problems. Stutterers who were reported to be late talkers did not differ from their nonstuttering siblings in the frequency of their articulation problems, but these two groups had significantly higher frequencies of articulation problems than did stutterers who were early or average talkers and their siblings.


2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.


2020 ◽  
Vol 77 (3-4) ◽  
pp. 159-164
Author(s):  
Olesja Sydorenko ◽  
Lubov Matsko

The article highlights the milestones in the development of the Ukrainian language and discusses the current trends observed mainly in the lexical sub-system as one of the first to reflect social, economic, and political changes in the life of any society. We also present main distinctives features of Ukrainian as one of the Slavic languages and discuss selected aspects of the sociolinguistic situation in Ukraine, as well as the language problems of the Ukrainian diaspora that tries to find a balance between adaptation, blending in the environment and preserving one’s identity. The study of changes in the lexical sub-system of Ukrainian from the break of the Soviet Union to the present day gives an excellent opportunity to reveal the influence of extralinguistic factors, such as the emergence of new realities and certain looseness of speech caused by a sense of freedom in the new society on the enrichment of the general vocabulary with revived words, borrowings, and derivatives, significant changes in onomastics in connection with decommunization.


Sign in / Sign up

Export Citation Format

Share Document